Please use this identifier to cite or link to this item: https://repository.isls.org/handle/1/410
Title: The Burden of Facilitating Collaboration: Towards Estimation of Teacher Orchestration Load using Eye-Tracking Measures
Authors: Prieto, Luis P.
Sharma, Kshitij
Wen, Yun
Dillenbourg, Pierre
Issue Date: Jul-2015
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Prieto, L. P., Sharma, K., Wen, Y., & Dillenbourg, P. (2015). The Burden of Facilitating Collaboration: Towards Estimation of Teacher Orchestration Load using Eye-Tracking Measures In Lindwall, O., Häkkinen, P., Koschmann, T. Tchounikine, P. Ludvigsen, S. (Eds.) (2015). Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 1. Gothenburg, Sweden: The International Society of the Learning Sciences.
Abstract: Teacher facilitation of CSCL activities is widely recognized as one of the main factors affecting student learning outcomes in formal face-to-face settings. However, the orchestration load that such facilitation represents for the teacher, within the constraints of an authentic classroom, remains under-researched. This paper presents a novel method to estimate the cognitive load of teachers during facilitation of CSCL sessions, using mobile eye-tracking techniques. Throughout three studies of increasing authenticity, we demonstrate the feasibility of this approach, and extract insights about classroom usability challenges in CSCL practice: the increased load of class-level facilitation, or the real-time monitoring of students’ progress. This new instrument in the CSCL researcher’s toolkit can help focus our attention in critical, fine-grained classroom usability episodes, to make more informed design decisions.
URI: https://repository.isls.org/handle/1/410
https://doi.dx.org/10.22318/cscl2015.206
Appears in Collections:CSCL 2015

Files in This Item:
File SizeFormat 
206.pdf344.56 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.